12

TECHNICAL VOCATIONAL AND LIVELIHOOD

CAREGIVING NC II

QUARTER I
Week 6

CapSLET
Capsulized Self – Learning
Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City
 CapSLET
Capsulized Self - Learning Empowerment Toolkit
SUBJECT & GRADE
CAREGIVING NC II /GRADE 12 QUARTER 1 WEEK 6
LEVEL
TOPIC PROCEDURES IN TAKING VITAL SIGNS
Identify specifications of different ways in taking vital CODE
signs;
LEARNING
COMPETENCY
Discuss concepts related to taking of Blood
Pressure; TLE_HECG9-12SI-Ij-6
Explain procedures in taking Blood Pressure for
Infants and Toddlers.
Identify the different parts and functions of BP Apparatus;
LEARNING
OBJECTIVES Discuss relevant matters in taking infants/toddlers Blood Pressure;
Demonstrate the different methods in taking the Blood Pressure.
IMPORTANT: Do not write anything on this material. Write your answers on the learner’s activity and
assessment sheets provided separately.

UNDERSTAND

Blood Pressure

Blood pressure is the force of the blood

pushing against the artery walls during
contraction and relaxation of the heart.
Each time the heart beats, it pumps blood
into the arteries, resulting in the highest
blood pressure as the heart contracts.
When the heart relaxes, the blood
pressure falls.

Two numbers are recorded when

measuring blood pressure. The higher
number, or systolic pressure, refers to the pressure inside the artery when the heart contracts and
pumps blood through the body. The lower number, or diastolic pressure, refers to the pressure inside
the artery when the heart is at rest and is filling with blood. Both the systolic and diastolic pressures are
recorded as "mm Hg" (millimeters of mercury). This recording represents how high the mercury column
in an old-fashioned manual blood pressure device (called a mercury manometer or
sphygmomanometer) is raised by the pressure of the blood. Today, your doctor's office is more likely
to use a simple dial for this measurement.

High blood pressure, or hypertension, directly increases the risk of heart attack, heart failure, and
stroke. With high blood pressure, the arteries may have an increased resistance against the flow of
blood, causing the heart to pump harder to circulate the blood.

Blood pressure is categorized as normal, elevated, or stage 1 or stage 2 high blood pressure:

 Elevated blood pressure is systolic of 120 to 129 and diastolic less than 80
 Stage 1 high blood pressure is systolic is 130 to 139 or diastolic between 80 to 89
 Stage 2 high blood pressure is when systolic is 140 or higher or the diastolic is 90 or higher

These numbers should be used as a guide only. A single blood pressure measurement that is higher
than normal is not necessarily an indication of a problem. Your doctor will want to see multiple blood
pressure measurements over several days or weeks before making a diagnosis of high blood pressure
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and starting treatment. Ask your provider when to contact him or her if your blood pressure readings
are not within the normal range.

How to monitor blood pressure

For people with hypertension, home monitoring allows your doctor to monitor how much your blood
pressure changes during the day, and from day to day. This may also help your doctor determine how
effectively your blood pressure medication is working.

Special equipment used to measure blood pressure

Either an aneroid monitor, which has a dial gauge and is read by looking at a pointer, or a digital monitor,
in which the blood pressure reading flashes on a small screen, can be used to measure blood pressure.

About the aneroid monitor

The aneroid monitor is less expensive than the

digital monitor. The cuff is inflated by hand by
squeezing a rubber bulb. Some units even have
a special feature to make it easier to put the cuff
on with one hand. However, the unit can be easily damaged and become less accurate. Because the
person using it must listen for heartbeats with the stethoscope, it may not be appropriate for the hearing-
impaired.

About the digital monitor

The digital monitor is automatic, with the measurements appearing

on a small screen. Because the recordings are easy to read, this is
the most popular blood pressure measuring device. It is also easier
to use than the aneroid unit, and since there is no need to listen to
heartbeats through the stethoscope, this is a good device for
hearing-impaired patients. One disadvantage is that body
movement or an irregular heart rate can change the accuracy.
These units are also more expensive than the aneroid monitors.

About finger and wrist blood pressure monitors

Tests have shown that finger and/or wrist blood pressure devices are not as accurate in measuring
blood pressure as other types of monitors. In addition, they are more expensive than other monitors.

What is blood pressure (BP)?

BP is the force of blood moving against the walls of your child's arteries. A normal BP for your child
depends on his or her age and height. BP readings are written as 2 numbers. The first or top number
is called systolic BP. The second or bottom number is called diastolic BP. You may need to check your
child's BP at home if he has high or low BP. Ask your child's healthcare provider how often to measure
his or her BP.

Steps on how to check child's blood pressure

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 You can check your child's BP at home with a digital BP monitor. A healthcare provider can help you
find the correct cuff size for your child. A cuff that is too small will cause a falsely high blood pressure.
A cuff that is too big will cause a falsely low blood pressure. Read the instructions that came with the
BP monitor.

 Do not take a BP reading in an arm that is injured or has an IV or a shunt.

 Do not check your child's BP within 30 minutes after he or she exercises or has caffeine. If your
older child or adolescent smokes, do not check his or her BP within 30 minutes of smoking.
Caffeine, nicotine, and exercise can affect your child's BP reading.
 Have your child rest quietly for 5 minutes before you take his or her BP. Your child should be
relaxed when you take his or her BP. Wait to take your child's BP if he or she is crying.
 Tell your child to place his or her feet flat on the floor, and back against a chair. Instead the
healthcare provider may tell you to have your child sit on a firm service or lie flat.
 Extend your child's arm and support it on a flat surface. Your child's arm should be at the same
level as his or her heart.
 Make sure all of the air is out of the cuff. Put the cuff about 1 inch (2.5 cm) above your child's
elbow. Wrap the cuff snugly around his or her arm. The BP reading may not be correct if the cuff
is too loose.
 If you are using a wrist BP cuff, wrap it snugly around your child's wrist. Rest your child's wrist
on his or her chest. The cuff should be at the same level as his or her heart.
 Turn on the BP monitor and follow the directions.
 Write down your child's BP, the date, the time, and which arm you used to take the BP. Take
your child's blood pressure twice and write down both readings. These BP readings can be 1
minute apart.

 Give your child his or her medicine as directed. Do not stop giving your child his or her
medicine if the BP is at his or her goal. A BP at goal means your child's medicine is working
correctly.
 Keep a log of your child's BP readings and bring it to your follow-up visits. Ask your child's
healthcare provider if you should also bring the BP monitor. He or she will check that you are
using the monitor correctly.

When to contact child healthcare provider.

 Your child's BP is higher or lower than the healthcare provider said it should be.
 You have questions or concerns about your child's condition or care.

Care Agreement

You have the right to help plan your child's care. Learn about your child's health condition and how it
may be treated. Discuss treatment options with your child's healthcare providers to decide what care
you want for your child. The above information is an educational aid only. It is not intended as medical
advice for individual conditions or treatments. Talk to your doctor, nurse or pharmacist before following
any medical regimen to see if it is safe and effective for you.

Principles in Pulse Oxymeter.

Beer-Lambert relates the emerging light with the concentration of the solution and the thickness of
vial/object containing the solution. When light is incident on the solution, some of the light is absorbed. This
absorption depends on the concentration of the solution and the distance the light travels before it emerges.
This light is measured on the outgoing end and it gives a measure of how much oxygen exists in the blood.

1. .
SAQ-1: What is the best technique used in Infant BP Monitoring?
SAQ-2: When is the right time to contact health provider when monitoring Vital Signs?

Let’s Practice!

DIRECTIONS: After learning about the different parts and functions of BP Apparatus.. Carefully select
the letter of your best answer. (Answer on the Learner’s Activity and Assessment sheets.)
TEST 1.
1.. The normal BP cuff using instrument is called as____________
a) Spirometer
b) Sphygmomanometer
c) Stethoscope
d) Oscilloscope
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2. Which instrument is used to listen to the Korotkoff sounds?
a) Stethoscope
b) Pneumotachometer
c) Piezoelectric Microphone
d) Sphygmomanometer
3. For infants, the pulse oximetry band is attached to their ______
a) arm
b) leg
c) palm
d) foot
4. The regular BP cuff is a non – invasive method of measuring blood pressure.
a) True
b) False
5. What principle does pulse oximetry follow?
a) Law of Absorbance
b) Law of Reflection
c) Beer – Lambert Law
d) Law of Irradiance
6. In the differential auscultatory technique, where is the pressure sensor located?
a) In the middle of the cuff
b) In the upper portion of the cuff
c) In the lower portion of the cuff
d) Outside the cuff

REMEMBER
Among infants, children and the elderly, the methods and tools for measuring vital signs do not
Key Points change in any significant way. The normal range values for pulse, respiration rate, and blood
pressure vary among children depending on the age of the child. Body temperature is the one
vital sign that does not change depending on age. Vitals sign values do not change among the elderly (values should
fall within the range considered normal for adults), although occasionally vitals may be a bit more difficult to measure
accurately in older adults.

TRY
DIRECTIONS: After learning the parts and functions of TEST II. After learning concepts related
BP Apparatus .Identify the different parts of BP cuff and to taking of Blood Pressure. Select the
Stethoscope. (Answer on the Learner’s Activity and letter of your best choice. (Answer on
Assessment sheets.) the Learner’s Activity and Assessment
TEST I. sheets.)
1. What is high blood pressure?
Ο A. Blood rushes to your head
Ο B. The pressure in your arteries is
elevated
Ο C. Blushing
Ο D. Something that happens when your
team loses
2. At what age should you have your first
screening for high blood pressure?
Ο A. 16
Ο B. 18
Ο C. 30
Ο D. 50
3.The numbers in a blood pressure
reading:
Ο A. Vary, depending on the time of day
your blood pressure is checked
Ο B. Get lower with high levels of stress
Ο C .Are the same for people of the same
age and weight?
Ο D. Stay the same throughout the day

4. Which of these can increase your risk

of high blood pressure?
Ο A. Obesity
Ο B. Family
Ο C. Heredity
Ο D. All of the above
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5. At what point is blood pressure considered ‘’HIGH’’? 7. Why does reducing how much salt you
Ο A 120 over 80 eat help prevent high blood pressure?
Ο B.130 over 80 A. It reduces fluid buildup in the body
Ο C.140 over 90 B. It allows vessels to relax
Ο D.120 over 120 C. It raises levels of HDL ("good")
6. High blood pressure is the main cause of which of cholesterol
these? D. It helps keep your heartbeat steady
Ο A Cancer 8. What can you do to control high blood
Ο B. Stroke pressure?
Ο C. Diabetes A. Get to and stay at a healthy weight
Ο D. Congestive heart failure B. Exercise regularly
C. Take the blood pressure medicine
prescribed by your doctor
D. All of the above

Skills Demonstration : TAKING OF VITAL SIGNS FOR INFANTS AND TODDLERS

Teacher Name: Michelle Bello

Student Name: ________________________________________

CATEGORY 4 (HIGHEST SCORE) 3 2 1 Total Score

Focus on the task Consistently stays Focuses on the Focuses on the task and Rarely focuses on
focused on the task and task and what what needs to be done the task and what
what needs to be done. needs to be done some of the time. Other needs to be done.
Very self-directed. most of the time. group members must Lets others do the
Other group sometimes nag, prod, and work.
members can remind to keep this person
count on this on-task.
person.
Quality of Work Provides work of the Provides high Provides work that Provides work that
highest quality. quality work. occasionally needs to be usually needs to be
checked/redone by other checked/redone by
group members to ensure others to ensure
quality. quality.
Preparedness Brings needed materials Almost always Almost always brings Often forgets
to class and is always brings needed needed materials but needed materials or
ready to work. materials to class sometimes needs to settle is rarely ready to get
and is ready to down and get to work to work.
work.
Time-management Routinely uses time well Usually uses time Tends to procrastinate, but Rarely gets things
throughout the project to well throughout always gets things done done by the
ensure things get done the project, but by the deadlines. Group deadlines AND
on time. Group does not may have does not have to adjust group has to adjust
have to adjust deadlines procrastinated on deadlines or work deadlines or work
or work responsibilities one thing. Group responsibilities because of responsibilities
because of this person\'s does not have to this person\'s because of this
procrastination. adjust deadlines procrastination. person\'s
or work inadequate time
responsibilities management.
because of this
person\'s
procrastination.
Attitude Never is publicly critical Rarely is publicly Occasionally is publicly Often is publicly
of the project or the work critical of the critical of the project or the critical of the project
of others. Always has a project or the work work of other members of or the work of other
positive attitude about of others. Often the group. Usually has a members of the
the task(s). has a positive positive attitude about the group. Often has a
attitude about the task(s). negative attitude
task(s). about the task(s).
Procedures There was a clear and There was a clear There was an incomplete There was no
complete information and but incomplete and unclear information information and
Step by step instruction of the type of information and and instruction of the type instruction of the
instruction procedures the caregiver instruction of the of procedures the type of procedures
may do type of procedures caregiver may do the caregiver may
the caregiver may do
do

Total Score

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 Barbour, Ann, et al. Prop Box Play: 50 Themes to Inspire Dramatic
Play. Beltsville, MD: Gryphon House Inc., 2002.
Cassou, Michelle. Kids' Play—Igniting Children's Creative Passion. East
REFERENCE/S
Rutherford, NJ: Penguin Group, 2004.
Drake, Jane. Organizing Play in the Early Years: Practical Ideas for Teachers and
Assistants. Philadelphia: Taylor & Francis Inc., 2003.

This LR is produced and distributed locally without profit and will be used for
educational purposes only. No malicious infringement is intended by the writer.
DISCLAIMER
Credits and respect to the original creator / owner of the materials found in this
learning resource.

Written by:

Michelle A. Bello
Teacher II
Don Pablo Lorenzo Memorial High School Stand-Alone Senior High School

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 CapSLET
Learner’s Activity and Assessment Sheets

SUBJECT CAREGIVING NC II
NAME
YEAR AND SECTION GRADE 12
TEACHER’S NAME MICHELLE A.BELLO
SAQ 1: What is the best technique used in Infant BP Monitoring?
_________________________________________________________________________
What is Digestion?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

SAQ 2: When is the right time to contact health provider when monitoring Vital Signs?
_________________________________________________________________________
What is Digestion?
________________________________________________________________________

Let’s Practice!

DIRECTIONS: DIRECTIONS: After learning about the different parts and functions of BP Apparatus..
Carefully select the letter of your best answer. (Answer on the Learner’s Activity and Assessment
sheets.)
1. 4.
2. 5.
3. 6.

TRY
DIRECTIONS: After learning the parts and functions of BP Apparatus .Identify the different parts of
BP cuff and Stethoscope. (Answer on the Learner’s Activity and Assessment sheets.)

TEST I.

TEST II. After learning concepts related to taking of Blood Pressure. Select the letter of your best
choice. (Answer on the Learner’s Activity and Assessment sheets.)

1. 2. 3. 4. 5. 6. 7. 8.

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 Topic: PROCEDURES IN TAKING VITAL SIGNS

Learning Competency: Identify specifications of different ways in taking vital signs;

Discuss concepts related to taking of Blood Pressure;
Explain procedures in taking Blood Pressure for Infants and Toddlers.
ANSWER KEY
SAQ-1: Do you think that these stages of
Let’sGrowth
Psychosoci-2 of Child Practice!
and Deve
DIRECTIONS: DIRECTIONS: After learning
about the different parts and functions of BP
Apparatus.Carefully select the letter of your best
answer. (Answer on the Learner’s Activity
and Assessment sheets.)
1.B 4.A
2.C 5.C
3.D 6.C
TRY

DIRECTIONS: After learning the parts and

functions of BP Apparatus .Identify the different TEST II. After learning concepts related to taking
parts of BP cuff and Stethoscope. (Answer on of Blood Pressure. Select the letter of your best
the Learner’s Activity and Assessment choice. (Answer on the Learner’s Activity and
sheets.) Assessment sheets.)

TEST I. 1.B 5.C

2.A 6.B
3.A 7.A
4.D 8.D

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 Republic of the Philippines
Department of Education
Division of Zamboanga City

EVALUATION TOOL FOR CONTENT AND LAYOUT & DESIGN

CAPSULIZED SELF-LEARNING EMPOWERMENT TOOLKIT (CapSLET)

Learning Area: HE-CAREGIVING NC II Grade Level: 12

Title: ___________________________________________________________________
Quarter: 1
Week: 6
Learning Competency:

1. Read carefully the learning resource (LR) page by page to evaluate the LR for compliance to standards
indicated in the criterion items under each factor below.
2. Put a check mark (/) in the appropriate column beside each criterion item. If your answer is NO, cite
specific page/s, briefly indicate the errors found, and give your recommendations in the attached Summary
of Findings form.
3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.

Standards /Criterion Items Yes No

CONTENT
Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations.
2. The copyrighted texts and visuals used in the LR are
cited.
3. The copyrighted materials used in the LR are accurately
cited.
4. The references are properly cited in the Reference/s box
using the DepEd LR Referencing Guide.
Note: At least 3 criterion items must be marked YES to Complied Not
indicate compliance to this factor. Complied

Factor II. Learning Competencies

1. Content is consistent with the targeted DepEd Most
Essential Learning Competencies (MELCs) intended for
the learning area and grade level.
2. The MELC is subtasked into learning objectives based
on the Compressed Curriculum Guide Syllabus (CCGS)
of a specific learning area.

Note: These 2 criterion items must be marked YES to Complied Not

indicate compliance to this factor. Complied

Factor III. Instructional Design and Organization

1. The LR contributes to the achievement of specific
objectives of the learning area and grade level for which
it is intended.
2. Sequencing of contents and activities from
UNDERSTAND, REMEMBER and TRY within each
lesson facilitates achievement of objectives.
3. Content is suitable to the target learner’s level of
development, needs, and experience.
4. Content reinforces, enriches, and / or leads to the
mastery of the targeted learning competencies intended
for the learning area and grade level.

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 5. The LR develops higher cognitive skills (e.g., critical
thinking skills, creativity, learning by doing, problem
solving) and 21st century skills.
6. The LR enhances the development of desirable values
and traits such as: (Mark the appropriate box with an
“X” applicable for values and traits only)

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indicate compliance to this factor. Complied

Factor IV. Instructional Quality

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Factor V. Assessment
1. The LR provides useful measures and information that
help the teacher evaluate learner’s progress in mastering
the target competencies.
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3. Assessment provides clear instructions in the TRY

section.
4. Assessment provides correct answer/s.
Note: All criterion items must be marked YES to indicate Complied Not
compliance to this factor. Complied

Factor VI. Readability

1. Vocabulary level is adapted to target users’ experience
and understanding.
2. Length of sentences is suited to the comprehension level
of the target user.
3. Sentences and paragraph structures are varied and
appropriate to the target user.
4. Lessons, instructions, exercises, questions, and activities
are clear to the target user.
5. The LR provides appropriate mother tongue for the
target user.
Note: At least 4 criterion items must be marked YES to Complied Not
indicate compliance to this factor Complied

LAYOUT AND DESIGN

Factor I. Physical Attributes
1. All necessary elements are complete.
2. Cover elements are correct and complete. (i.e., w/ grade
indicator & learning area, CapsLET title, quarter,
headings, division tagline)
3. The CapsLET follows the prescribed learning area color.
4. The LR observes correct pagination.
5. Contains accurate learning competency and code.
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 Note: All criterion items must be marked YES to indicate Complied Not
compliance to this factor Complied

Factor II. Layout and Design

1. The LR follows the prescribed CapsLET template.
(maximum of 10 pages and minimum of 3 pages)
2. The LR follows the prescribed CapsLET paper size
(long bond paper - 21.59cm x 33.02cm).
Note: All items be marked YES to indicate compliance to this Complied Not
factor. Complied

Factor III. Typographical Organization

1. The LR uses appropriate font size (12 or 14) and styles
(Calibri Body, Arial or Times New Roman).
2. The LR follows the rules in the use of boldface and
italics.
Note: All criterion items must be YES to indicate compliance Complied Not
to this factor. Complied

Factor IV. Visuals

1. It contains visuals that illustrate and clarify the concept.
2. It has images that are easily recognizable.
3. Layout is appropriate to the child.
4. Text and visuals are properly placed.
Note: All criterion items must be marked YES to indicate Complied Not
compliance to this factor. Complied

Recommendation: (Please put a check mark (/) in the appropriate box.)

Minor revision. This material is found compliant to the minimum requirements in all six factors. Revision based
on the recommendations included in the Summary of Content Findings form and LR with marginal notes must be
implemented.

Major revision. This material is non-compliant to the requirements in one or more factors. Revision based on the
recommendations included in the Summary of Content Findings form and LR with marginal notes must be
implemented.

For field validation. This material is found compliant to all factors with NO corrections.

I certify that this evaluation report and the recommendation(s) in the summary report are my own and have been
made without any undue influence from others.

Name/s Signature/s

Evaluator/s: SALVADOR G. FORGOSA ________________________

JAMES B. DE LOS REYES ________________________

DR. LAARNI V. MIRANDA ________________________

Date accomplished: ___________________________

Note:
This tool is anchored on the Guidelines in ADM Content Evaluation, Guidelines in ADM
Layout Evaluation and Level 2 DepEd Evaluation Rating Sheet for 2 DepEd Evaluation Rating
Sheet for Story Books and Big Books.
.
12 | P a g e
 Summary of Content Findings, Corrections and Review for Locally Developed
CapSLET

Title of the CapSLET: ____________________ Grade Level: 12

Quarter:1
Week: 6
Part of the Brief Specific Put a check mark
CapSLET/ description of recommendations
Paragraph / Errors/ for improving the
Line / Page Findings/ identified criterion
number (in Observations Not
chronological Implemented
Implemented
order)

Legend: (Type of Error) C - Content, L – Language, DL – Design and Layout

Other Findings: Write additional comments and recommendations not captured

in the evaluation tools used.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
Prepared by: Date accomplished:
MICHELLE A. BELLO _____________________
(Signature Over Printed Name)

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